RIGOR & EXPECTATIONS

We say some things that make no sense, but because they have been said so long by so many important people, we just keep on saying them.  For example, in education we constantly use the terms Rigor and Expectations.  And the way we use those words makes no sense.

We say things like  "increased rigor will increase performance" or "high expectations get results."

These concepts express the assumption that if schools make work harder then students will do better work.

You know that's garbage, right?

If you pass out trying to run 1 mile in 30 minutes, telling you that now you have to run 2 miles in 20 minutes is not going to grant you magical new powers of speed and endurance.

Raising the level of rigor and expectations does not CAUSE better performance because rigor comes from outside but expectations come from within.

Let me explain. 

Within the educational system, verbs/ action words are very important.  Educators are trained to use verbs that express physically observable actions:  external actions.  Educators are trained to avoid verbs that express less observable actions ---- feelings and stuff.  So, teachers are mandated to COMMUNICATE high expectations because you can observe what and how people communicate. Teachers aren’t required to HAVE high expectations because that’s internal and unobservable.

The problem is that there's a huge difference between teachers who COMMUNICATE high expectations to their students and teachers who HAVE high expectations for their students.   It’s the same the difference between a man who SAYS he loves you and a man who LOVES you.

Regulations and procedures can mandate the expectations that teachers communicate, but they cannot change what teachers actually feel.   

High expectations only work when the teacher genuinely believes that his/her students are smarter and better than they’re past performance indicates.  That teacher will push himself/herself to deliver better instruction while inspiring, motivating, and darn near stalking students, parents, and administrators into delivering nothing less than their A-game.   A teacher who believes that his students are performing below their potential will HAVE & COMMNICATE higher expectations.  She will give harder (more rigorous) assignments, AND she will relentlessly teach, re-teach, explain, demonstrate, tutor, and contemporize the information for the students.

On the other hand, a teacher who’s forced to COMMUNICATE high expectations and assign more rigorous work but who doesn’t really HAVE any higher expectations for his students---- that teacher won’t put forth an ounce more effort than he did last year.  And no one can make her.

NO.  YOU CAN’T.

You can require a teacher to read a script, but you cannot regulate sincerity.
You can dictate the number of times a teacher walks around a room per quarter of the class period, but you can’t change the look in her eyes when she looks over the room.
You can make a teacher post two dozen inspirational posters in his classroom, but you cannot make the teacher believe any of it, and no box set of 24 posters can fool children into thinking that a teacher believes in them when they can sense every day that she doesn’t.

Harder work (rigor) can come from a mandate, but higher expectations must come from the heart.

Now read Hebrews 6: 1-12, because that scripture is all about rigor and expectations.

In verses 1-3, Paul COMMUNICATED a coming increase in the rigor of their Bible study.  He said that they would be leaving elementary principles of Christ and going on to deeper, more rigorous spiritual concepts.   In the next few verses, Paul talked about some of their spiritual classmates who had dropped out.  He said that he didn’t think they’d make it (a big no-no for any teacher today).

it is impossible for those who were once enlightened, and have tasted the heavenly gift, and have become partakers of the Holy Spirit…     if they fall away, to renew them again to repentance, since they crucify again for themselves the Son of God, and put Him to an open shame.  (Hebrews 6: 4-6)

But Paul doesn’t just SAY he wants them to meet those higher expectations.    Paul really believes in their ability to succeed where so many of their peers had failed.

But, beloved, we are confident of better things concerning you (Hebrews 6: 9)

And so, Paul pushed them.  In verses 11 and 12, Paul demanded diligence, and consistently high levels of effort all the way until the end. Paul didn’t tolerate them becoming sluggish but he offered them multiple models to imitate those who through faith and patience met rigorous standards  and went on to successful inherit the promise.  

Paul pushed them and he pushed himself.  He didn’t push because it was mandated.  He pushed them because it was necessary.  Paul pushed them because he could see that they were better than they had allowed themselves to be. 

Paul communicated higher expectations and instituted increased rigor because he first HAD higher expectations.

The process begins in the heart of the teacher not in the regulations of the mandate:

1.      See greater in them.

2.      Communicate greater to them.

3.      Give greater to them.

4.      Demand greater from them.

But if you don’t see it in them when you communicate it to them, you won’t get it from them because you won’t give it to them.

Exclude the heart of a teacher and the practice of teaching will fail.

---Anderson T. Graves II   is a writer, community organizer and consultant for education, ministry, and rural leadership development.

Rev. Anderson T. Graves II is pastor of Miles Chapel CME Church (5220 Myron Massey Boulevard) in Fairfield, Alabama;  executive director of the Substance Abuse Youth Networking Organization (SAYNO);  and director of rural leadership development for the National Institute for Human Development (NIHD).

Email atgravestwo2@aol.com

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